Download or read book New York State Public Schools Teachers Perceptions of the Prevalence of Principal Bullying and Its Relationship to School Climate Effectiveness and Trust written by Nancy E. Casella and published by . This book was released on 2006 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Finally, the analysis showed that Principal Negative Acts had no bearing on Achievement Press, and that the variables that impacted School Effectiveness most were Teacher Professional Behavior, Achievement Press and Trust in Colleagues and Clients. Institutional Vulnerability appeared to have the least influence on the other variables.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book From Teasing to Torment written by Emily A. Greytak and published by . This book was released on 2016-09-28 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Organizational Climate Faculty Trust written by Tenna Lynne Anderton and published by . This book was released on 2012 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying is a serious problem among students. Research linking school climate and trust as to bullying is minimal. This study examined elements of school climate and trust in relation to bullying and protection using Hoy and Smith's (2004) climate study and Smith and Birney's (2005) trust study. Trust was found to be the significant predictor of bullying. As trust increased bullying decreased and teacher protection of bullied children increased. Specifically, Hoy and Smith (2004) found achievement press and institutional vulnerability to be the most factors, in explaining student bullying, and teacher professional behavior was the most significant climate factor in explaining teacher protection. Smith and Birney (2005) found trust in clients the most significant finding in explaining student bullying and trust in colleagues the most significant finding in teacher protection. SES was negatively related to bullying but positively related to protection. The wealthier the school districts the less bullying and more teacher protection. In an extension of both the Hoy and Smith (2004) study, and the Smith and Birney (2005) trust study, the study reported here found that all aspects of climate were related to both bullying and protection but only collegial leadership had a unique relationship to the dependent variable. This study found trust in clients and trust in the principal to be significantly related to bullying and protection with trust in clients being the most significant. SES was not a contributing factor; the absence of the SES relationship was probably due to a restriction of range in a homogeneous and small sample. iii A total of 704 teachers were surveyed in a convenience sample of 29 elementary schools in the northern section of Alabama. Teachers' perceptions of climate, trust, and bullying were surveyed using the OCI, Omnibus T-Scale, and the Bully Index. SES percentages collected from state data on all elementary schools were used as a control variable to explore further relationships. This study offers implications for practice. Trust in clients and trust in the principal played an important role in encouraging the faculty to protect students from intimidation, threat, and aggressive actions from their peers. Building trusting relationships with the principal, teachers, students, and parents, is very important. Principals and teachers must go out of their way to create a bond between students and parents. Principals need to ensure that teachers do not disassociate themselves from taking an active role to monitor, regulate, and confirm incidents of student aggression. This study reaffirms the crucial role school administrators have in building safe and trusting schools. This study offers recommendations for future research. The two dimensions of student bullying and teacher protection need to be examined further in a variety of school environments if we are able to develop strategies to stop violence in schools. Including SES in a study sample can give insight to the socioeconomic and stability of the home as it relates to school bullying.
Download or read book Promoting Social and Emotional Learning written by Maurice J. Elias and published by ASCD. This book was released on 1997 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Download or read book The Relationship of Principal s and Teachers Attitudes Toward Education Perceptions of the School Climate and Perceptions of the Principal s Leader Behavior written by Stephen Dennis and published by . This book was released on 1978 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Teachers Perceptions on the Influence of Principals Behaviors and Actions on School Culture School Climate and Teacher Self efficacy written by Natalie R. Neopolitano-Salmon and published by . This book was released on 2019 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.
Download or read book Bullying in New York City Schools written by Asian American Legal Defense and Education Fund (AALDEF). and published by . This book was released on 2010 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: On September 3, 2008, Mayor Michael Bloomberg and Schools Chancellor Joel Klein announced Chancellor's Regulation A-832, which established a procedure for preventing and addressing student-to-student bias-based harassment in New York City public schools. Community members and advocates stood with the mayor and chancellor as they announced this important step to improve school climate for all students. Throughout the 2008-09 academic year, community groups, led by the Sikh Coalition, Asian American Legal Defense and Education Fund (AALDEF), New York Civil Liberties Union (NYCLU), Coalition for Asian American Children and Families (CACF), Parents, Families and Friends of Lesbians and Gays (PFLAG), New York Association for Gender Rights Advocacy (NYAGRA) and New York City Bar Association monitored and assessed the new regulation's enforcement. That year, they surveyed more than 1,000 students and educators in New York City public schools, and discovered a wide gap between the regulation's promise and the reality of student experiences. A report summarizing their findings, entitled "Bias-Based Harassment in New York City Public Schools: A Report Card on the Department of Education's Implementation of Chancellor's Regulation A-832," was released on June 30, 2009 at a press conference in front of the Department of Education (DOE) headquarters. During the 2009-2010 school year, the organizations continued to monitor the implementation of Regulation A-832 as well as the Respect for All program. Rather than survey students again about the regulation's implementation, they chose to survey teachers, who are at the frontlines of ensuring that city schools have safe, respectful climates. In all, they surveyed about 200 teachers and other school staff members from 117 schools to gather valuable anecdotal input on the DOE's progress employing its anti-bullying measures. This report summarizes the findings from the 2009-2010 survey and provides an assessment of Chancellor's Regulation A-832 in second year. It is hoped that it will provide a road map for improving compliance with Regulation A-832 and expanding Respect for All programming, as well as encourage the DOE to quickly come into compliance with the Dignity for All Students Act, a new state law that requires schools to take affirmative measures (training, counseling, education) to prevent and respond to incidents of bullying and harassment. Appended are: (1) Numbers; (2) Methodology; and (3) Notes. (Contains 22 notes.) [This paper was co-created with the Sikh Coalition and the New York Civil Liberties Union (NYCLU).].
Download or read book Public School Principals Experiences with Interpreting and Implementing Connecticut s Anti Bullying Law Connecticut General Statute Section 10 222d written by Diana J. LaRocco and published by . This book was released on 2007 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: In June 2002, the State of Connecticut General Assembly (CGA) passed Public Act 02-119, An Act Concerning Bullying Behavior in Schools and Concerning the Pledge of Allegiance. Section 1 mandated that each local and regional board of education (school district) develop a policy to address bullying in its schools. Conn. Gen. Statute Section 10-222d was amended in 2006. Connecticut's school districts have responded by developing bullying policies. School administrators (e.g., principals and assistant principals) are expected to implement these policies at the building level. Although it has been over four years since the passage of Public Act 02-119, a state-level analysis of school district bullying policies has not taken place. Little is known about the ways in which schools implement their policies (e.g., make provisions for anonymous reporting, investigate acts of bullying, intervene). Purpose: The purpose of this study was to explore and describe public school principals' reports of: (a) their experiences with implementing the state's anti-bullying law (Conn. Gen. Statute Section 10-222d), (b) related aspects of their school climate, (c) the anti-bullying curricula and programs in use in their schools, and (d) school personnel's need for related training and technical assistance. Setting: Connecticut, 2007. Study Sample: 192 public school principals. Research Design: Descriptive; Statistical Survey. Data Collection and Analysis: Researcher developed questionnaire, "Bullying and School Climate Survey"; descriptive statistics. Findings: Slightly more than half of respondents indicated that their districts had put into place all of the various policy elements as prescribed in the law, with nearly all of the respondents reporting that several elements were in place. Notably, there was unevenness related to participants' reports of full implementation of all of the provisions. In other words, no single element was reported by all participants (i.e., 100%) as being included in their district policies. Conclusion: The policy implementation phase is a critically important time for reflection, analysis, and decision-making about issues that ultimately affect the policy's effectiveness. Citation: D. J., Nestler-Rusack, D., & Freiberg, J. (2007, October). Public school principals' experiences with interpreting and implementing Connecticut's anti-bullying law (CGS Section 10-222d): A statewide survey. Paper presented at the 38th Annual Northeast Educational Research Association Conference, Rocky Hill, CT. Appended are: (1) Connecticut General Statutes Sec. 10-222d Policy on bullying behavior; and (2) Bullying and School Climate Survey. (Contains 14 tables and 2 footnotes.).
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Bullying School Violence and Climate in Evolving Contexts written by Ron Asṭor and published by . This book was released on 2019 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book outlines a novel unifying model that brings together these previously distinct literatures. We present an ecological model of school violence, bullying and safety in evolving contexts, to integrate all we have learned in the last decade, and suggest ways to move forward"--
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book What We Think written by Brian K. Perkins and published by . This book was released on 2008 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reframing Bullying Prevention to Build Stronger School Communities written by James Dillon and published by Corwin. This book was released on 2015-04-23 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tackle underlying issues to get to the root of bullying James Dillon translates rich and insightful research on the dynamics of change into practical terms, while probing deeply into the issues and why they persist in our schools to promote meaningful conversation among school staff and parents. Inside you’ll find Vignettes, analogies, and real-life examples along with tools that illustrate the benefits of using alternative methods to prevent bullying Discussion on transforming the role of discipline to reframe bullying among teachers, administrators, and students Guidance on how to establish a school climate that promotes empathy and compassion instead of fear
Download or read book Assessing the Impact of School Discipline on School Climate in New York City Public Schools written by Andrew Scott Maisel and published by . This book was released on 2017 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This proposed research will seek to understand the relationship between zero-tolerance school discipline policies, specifically out-of-school suspensions, and student perceptions of school climate in New York City (NYC) public schools. School climate is defined as the perceptions of students, teachers, and administrators of their school environment and is considered one of the key determinants of academic, social, and emotional success within a school. Using data from the NYC Annual School Survey and U.S. Department of Education Civil Rights and Ordinal Logit modeling, this paper will analyze the relationship between high discipline rates and the key school climate measures -- safety, communications, engagement, and academic expectations -- understood through student-level survey data. This proposed research will build off previous, less quantitatively rigorous analysis which found a negative relationship between suspensions and expulsions and perceptions of school climate.
Download or read book The Perceptions of School Climate School Safety and School Violence and Their Effects on Teacher Commitment written by Laura A. Brooks and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study was to study the perceptions of the five dimensions of school climate, the effect school safety and violence had on the teachers' perceptions of school climate, and the role school climate played on the teachers' commitment to their professional responsibilities. This research study was conducted at one high school in south central Pennsylvania and utilized the California School Climate Survey, published by WestEd, an open-ended question, and one-on-one interviews conducted by the researcher. The survey participation rate among the teachers was 77%, the open-ended question was answered by 67% of the participating teachers, and 15% of the participating teachers completed one-on-one interviews. School climate factors such as safety, relationships, teaching and learning, the institutional environment, and the school improvement process were studied in order to identify areas within the school that bolstered morale and improved the climate as well as areas that decreased the climate and need improvement. Results from the three methods of data collection indicated that a majority of teachers felt safe at this school, 56% of the participants stated that safety related issues did not affect their perceptions of school climate, and school safety either increased commitment or did not affect it at all. In addition, the teachers maintained great working relationships with one another, which increased commitment. Most teachers wanted academic success for all students, but not all teachers believed academic success to be possible. The teachers' commitment to teaching increased as a result of the need for academic improvement. The new school building and materials aided student learning, which increased commitment; and the school improvement initiatives were overwhelming, which decreased teacher commitment.
Download or read book Bullying Peer Harassment and Victimization in the Schools written by Joseph Zins and published by Routledge. This book was released on 2013-04-15 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying and harassment threaten academic achievement and mental health in our schools. Look beyond your work with individual students to address these problems in their larger context! This book presents enlightening empirical studies and reviews of the literature on peer harassment, bullying, and victimization. Designed to expand our knowledge and understanding of these topics, Bullying, Peer Harassment, and Victimization in the Schools: The Next Generation of Prevention documents the widespread nature of the phenomena both inside and outside the United States, identifies risk and protective factors, and provides practitioners with specific, evidence-based guidelines for effective preventive action. From the editors: The problem of bullying, peer harassment, and victimization is a serious one in our schools. It greatly affects the climate for learning and productivity and the emotional health of students and staff. This book presents empirical data and theoretical and legal case reviews to show how pervasive and serious these problems are and how they threaten both academic achievement and mental health within many of our schools. Taking a longitudinal and developmental perspective, the authors begin to outline the next generation of research in this field that will shape knowledge and practice for the next few decades. For practitioners, the book is a call to action, particularly at the school-wide level, focusing on reducing the substantial social/emotional harm done to perpetrators, bystanders, and especially, victims. Bullying, Peer Harassment, and Victimization in the Schools provides vital information on: what mental health professionals can do to prevent and respond to sexual harassment in schools the relationship between middle-school adjustment and bullying aggressive behavior and friendship patterns in immigrant children school-based intervention strategies the relationship between the cultures of childhood and sexual harassmentfrom developmental, domestic violence, and legal perspectives risk factors and protective factors affecting victimization and more! It has been estimated that bullying affects more than half of the students in American schools. This book can add significantly to your ability to combat and prevent this pervasive problem. Use it to improve the quality of education received by students in your community!
